ELL Families and Schools - Essay Example

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The interaction between schools and ELL families has been recognized to be very imperative to build strong amiable bridges that boost students’ learning and aptitude in the second language. A research conducted to assist in implementing guidelines for ‘No child should be left behind act’ revealed that the engagement of parents in school activities and programs escalates the learner’s prospect of success to a great extent…
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ELL Families and Schools
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"ELL Families and Schools"

The relationship between family and teachers is very crucial for strengthening the school as an establishment that wholly supports English Language Learners. Fostering a relation with the ELL family is the sole responsibility of the school. The family needs to be well-informed by the teachers about the developmental phases and the changes that the children will go through in the future classes. This specific information will assist the family in building a home environment that supports, encourages and appreciates learning as an essential part of their children’s success (Yates, &Ortiz, 1998). Moreover, the manner in which the teachers approach and interact with the parents on the enrollment day and first day of school can have an intense effect on both the parents and their children in developing a positive attitude and experience of both the school and the education. Additionally, through this specific communication the school can gain knowledge about the cultural environment of the families which will facilitate the former in comprehending specific goals aimed at successfully assisting the children in learning the second language (Brieseth, Robertson, & Lafond, 2011, 15-20). Children come from diverse cultural environments and have different outlook of behaviors at schools or other social interactions. The teachers should be unprejudiced towards individual aptitudes and necessities of the students in the classroom especially in those educational projects where the children are taught accountability and conscientiousness in class community groups. This social-cultural influence on ELLs between school and teacher association is a component of the bigger social-cultural influences that have an effect on them in innumerable ways including the way they intermingle with each other (Cummins, 1994, 40-41). There are various socio-cultural factors which affects the literacy attainment and progress of the child – immigration status; discourse/interactional characteristics; parents and family influences; district, state and federal policies; and language status and prestige. In fact, family customs, outlook towards education, discipline manners and chauvinism also play a major role in determining how well ELL children are able to deal with the changes they confront in a new country, school, and home environment. Moreover, they are also affected by their families’ way of tackling with the new surroundings for instance, there are families who in order to incorporate the American culture in their lives impede practicing their own customs. This creates additional stress for the children who are already struggling to learn the new language along with fulfilling the social expectations of their peers and teachers (August & Shanahan, 2006, 7-8). In recent years, there has been continuous debate on the efficacy of bilingualism and home language use in enhancing the learning of the second language. Bilingualism has been defined as the adding up or acquirement of a second language, in this case English, besides the native or the first language. The National Center for research on Cultural diversity and Second language has stated that most educational institutions Read More
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